Hello, my name's Jacob Garrick. I'm an native English
speaker from England and I'm hoping to teach students of a variety of ages in
Madrid.
When it comes to teaching the main approach I'd use is the
cognitive approach. This is essentially the idea that there should be
constant interaction between student and teacher. I strongly believe that the
active participation of students is almost essential for them to develop a true
understanding of the English language. This practical engagement not only
helps the student to retain more of the lesson content but also, in most cases,
makes the actual classes more enjoyable, thus acting as motivation for the
students to better apply themselves.
Within this approach there are two main methods I would use,
the communicative method and the direct. Although these two methods are in some
ways very similar and to a degree can be used simultaneously to form a sort of
hybrid, I would however tend to suggest the usage of the communicative method
to more mature learners, say elder teenagers and adults and the direct for
younger students.
The communicative method, as the name states encourages
communication. Be this from teacher to student or peer to peer the ideology
behind it is to allow the realistic and creative use of the language to be
practised. Alternatively within the behaviourist approach, emphasis is placed
on the memorisation of worss and certain set phrases that you may read in a
text book. I.e. David has a small dog, or Sarah likes to go swimming. Although
these phrases often will be used at some point, this 'reciting' method does
little to allow the student to expand on what they'd like to say. The
communicative method allows the use of English in real life situations so as to
be of greater practical use to the student. Examples of activities within this
method could be question and answer sessions or a student talking about their
hobbies. This method sees the teacher take the role of a facilitator rather
then an instructor allowing the students to semi independently improve their
English in ways tailored to their needs. Be it for business, social or any
other reason. In this sense the approach of constructivism encroaches into the
mix.
The communicative method is also a very effective way
of gauging the ability of individual students. From the student's verbal
performance a teacher can then understand which areas are requiring improvement
and which have been mastered allowing them to select class content accordingly.
The second benefit of this greater individual understanding is the teacher
having a better idea of the students personal interests, as they will naturally
direct conversions to what interests them. This allows the teacher to then
carefully suit the subject matter to appeal to the class, or to the individual
student. For example if many students are interested in travel then you may
look at vocabulary such as airport, holiday, hotels and then construct
sentences around such a topic. Here the idea of Task Based Teaching (TBT) comes
into play. TBT involves problem solving as opposed to memorization and
recall, this allows students to experience using English to address genuine
issues they may experience involving the usage of English. An activity based on
TBT could be something as simple as getting students to order an ice cream. For
example if the dialogue was to go as such:
Student: I would like an ice cream please.
Vendor: What flavour?
Student: Chocolate please.
Vendor: I'm sorry we've run out of chocolate.
A problem has arisen and it is only the students ability
with the English language that can rectify it. This TBT technique forces
students to use their linguistic abilities to solve problems in a realistic
scenario. This process therefore teaches students how to use language
effectively in situations they will inevitably face. This method can very
effectively be adapted to suit other variants of English language, business
English in particular, where meetings/conferences can be acted out, allowing an
easier transistion into the use of the language in the workplace.
With all this said there is however one main critique of the
communicative method, the lack of grammar. For students who are used to ESL
examinations or those who have learnt simply via seminars this method may take
some getting used to as there is little written grammatical focus. This however
does not mean that grammar is completely left out in this method. By the spoken
use of the language students are indirectly becoming consistently aware of
grammatical forms. This with various grammatical devices woven into activities
by the teacher sees the students gradually developing the correct usage of
grammar in a similar way as to how a native speaker may understand the
grammatical systems of their own language.
For younger learners I believe the direct method would be
more appropriate. The concept of speaking in the target language from the
very start has the benefit of introducing not just the idea of speaking, but
that of thinking in English. The removal of the translation from idea to mother
toungue to target language prohibits the fluidity that direct method tries to
encpurage Dependent on the learning traits of the individual students
various techniques can be used within the this method. For example a more
visual learner could be engaged with the use of flash cards or by illustrated
books whereas for a more auditory learner mnemonics or songs may be of use.
Within the direct method it is important to find relevant connections to newly
introduced vocabulary. For example if the student likes swimming, use the sea
as an example for the word blue. This provides the student with a better chance
of retaining the information via association.
To enhance this Total Physical Response (TPR) could also be
used, while maintaining the use of the target language, to more elaborately
express what the teacher is trying to convey. Active movement again acts as a
memory aid as well as being a useful tool to engage learners and prevent the
lessons becoming dull and uninteresting. TPR could be particularly effective
with younger children, even those who have no existent ability with the
language.
In a rapidly changing world it is important that teaching
methods manage to keep up. Compared to just a few decades ago the general
approach to teaching worldwide has changed dramatically. With this in mind it
is almost impossible to imagine that teaching will not evolve considerably in
the near future. With globalisation ever increasing the usage of English will
no doubt become more and more useful (necessary even) in all aspects of life.
This coupled with the rapid development of technology leaves the future of
English teaching slightly unclear. Yet to teach in the most effective way it is
essential for teachers to stay up to date with the latest technological
developments so as to best assist the progress of their students
To conclude I strongly believe that the combination of these
communicative and direct methods, enhanced by the option of Task Based Teaching
(TBT) and Total Physical Response (TPR) creates an engaging and effective
platform for students to creatively expand their understanding of the English
language. To me this concept coincides well with the cognitive approach and,
although to a slightly lesser degree, that of constructivism.